Teaching for Tomorrow: Closing the Sustainability Skill Gap in UK Tourism Education

This paper investigates how higher education institutions (HEIs) in tourism, hospitality, and events in the United Kingdom (UK) are embedding decarbonisation and sustainability competencies within their curricula. Drawing on a 28-item survey distributed to 67 universities, this study explores the relationship between explicit decarbonisation learning outcomes, Sustainable Development Goal (SDG) alignment, and the breadth of decarbonisation practices taught. Twenty-one institutions responded (31%). Results show that only 19% of programmes explicitly reference decarbonisation in their learning outcomes, yet these programmes deliver substantially broader practice coverage. While SDG-aligned programmes were more liable to include such outcomes, this association was not statistically significant. Findings here highlight the gap between representative SDG alignment and operational curriculum reform. This study recommends embedding assessment-focused decarbonisation outcomes and strengthening training supported by targeted continuing professional development. Limitations include the small, self-reported sample and cross-sectional design. Future research could adopt longitudinal and comparative approaches to help examine how specific curriculum commitments translate into applied competencies over time.